Proficiency Gain over Time in Spanish Language Classroom


This study aims to investigate the effect of communication strategies (CS) instructions on learners of Spanish’s oral communicative ability and speaking competence at a low intermediate level. In 13 weeks, the participants of two courses, a course based on developing the four languages skills (reading, writing, speaking, and listening) and communicative competence, will participate in this study. The participants in one classroom (n = 15) will receive explicit instruction of CS as part of the regular instructional material. The participants in the other classroom (n = 20) taught by the same instructor, will not receive this specific information on strategies, but will otherwise have the same syllabus and course material than the other classroom. The CS in the experimental classroom consist in clarification request, ensuring comprehension, paraphrasing/circumlocution, self-repair, guessing, and filler words. Pre and post- training procedures will be used to find out the effect of the CS on language proficiency. Three oral assignments will be drawn: Effective Communication Assessment (ECA), La entrevista Assignment, and, the Oral Exam. A statistical analysis ANOVA will be conducted to determine whether the two groups mean differ significantly in the pre and post-tests components. The pre-test will show no significant difference between the groups. The experimental group will show higher mean score compared to the control group on the three oral speaking components. As a result, the findings in the experimental group outperform the control group.


Communication Strategies, Oral Communicative Ability, Strategic Speaking Competence


Pedagogy and Curriculum


Paper Presentation in a Themed Session


  • Mariandreina Kostantinov
    • GA/2nd Year in Hispanic Linguistics, Portuguese and Spanish Department - Hispanic Linguistics, University of Florida, United States United States